Teaching Literature

in Sweden
Mebelyn D. Maglinte
Teaching Literature in the ESL Classroom
A Qualitative Study on Teachers' Views of Literature
in an Upper Secondary School Environment
in Southern Sweden.
by Lorena Giuria
• Sweden has a well-established education system
known for its emphasis on equality, innovation,
and student-centered approaches.

• Education in Sweden is compulsory for children

aged 6 to 15.
• The majority of schools in Sweden are public,
funded by taxes and tuition-free.
• Swedish schools have a high degree of autonomy, allowing
them to design their own curricula and teaching methods
within the framework set by national guidelines.

• Sweden is known for its integration of technology in

education. Many classrooms are equipped with digital tools
and resources to enhance teaching and learning experiences.
 Swedish Curriculum Overview

• The Swedish English curriculum in upper secondary school emphasizes

the communicative aspect of language.

Literature component present in all three stages: English 5, 6, and 7.

 Swedish Curriculum Overview

English 5 English 6
Focus on content and Emphasizes themes, ideas,
form in different form, and content in film
types of fiction. and literature.
Reception includes
Reception includes
contemporary and older
literature and other
literature, poetry, drama,
fiction. and songs.
 Swedish Curriculum Overview

English 7
• Reception includes contemporary and older literature
and other fiction in various genres like drama.
• Interpretation and Implementation:
• Teachers have flexibility in interpreting and
developing curriculum indications.
• Can connect literature components with other
curriculum aspects and personal conceptions of
literature.
 Literature as a means…

• The term "literature" is notably absent from the Knowledge Requirements

section, suggesting that the Swedish curriculum views literature as a means
rather than an end in language education. This contrasts with the traditional
view of literature as knowledge about canonical authors and works, which
can lead to curriculum constraints and limited student engagement with
complete texts.
 Literature in the Swedish Curriculum

Content of Communication:
Each stage outlines different aspects of literature, including content and form in
various kinds of fiction, themes, ideas, form, and content in film and literature,
as well as contemporary and older literature across different genres such as
drama, poetry, and songs.
 Literature in the Swedish Curriculum

• Interpretation and Development: Teachers have flexibility in interpreting and

developing the curriculum indications, allowing for diverse practices that
align with their own conceptions, values, and experiences.
• There is no regulation on teaching methods but their curriculum recommends
learning by discovery approaches.
 The Reasons for Literature in
Language Education
• Language Improvement: Literature provides authentic material for
language learners to enhance their vocabulary, syntactic skills, and
overall linguistic proficiency.

• Cultural Insight: Literary readings offer insights into different

cultures, fostering reflection on diversity, societal issues, and various
perspectives, thereby promoting critical thinking skills and broadening
horizons.
 The Reasons for Literature in
Language Education
• Personal Growth: Engaging with literature cultivates social skills,
emotional intelligence, and self-awareness, contributing to personal
development. Reader-response theory emphasizes the active role of
readers in interpreting texts, motivating students, fostering open
discussions, and encouraging self-reflection and critical thinking.
 The Reasons for Literature in
Language Education

• Viewing literature as a means for language improvement, cultural

understanding, and personal growth contrasts with the traditional
view of literature as a mere subject of study, focusing on canonical
works and authors.
 Approaches to Literature

1.Transmission Theory:
⚬Based on the traditional conception of literature.
⚬Teacher-centered approach where the teacher presents
facts about the text, and students learn to reproduce these
facts mechanically.
 Approaches to Literature

1.Transmission Theory:
⚬Criticized for its lack of student engagement and motivation,
leading to passive learning.
⚬Commonly associated with test-driven educational practices.
⚬Recent studies highlight its limitations, particularly in
discouraging students from reading actively.
 Approaches to Literature

2. Student-Centered Theory:
⚬Places responsibility for learning on students.
⚬Students have the freedom to choose materials and
learning methods that suit them best.
⚬Criticized for potential limitations in social growth and the
restriction of learning to students' individual experiences.
 Approaches to Literature

3. Socio-Cultural Theory:
o Based on Vygotsky's vision of learning as a social practice.
o Emphasizes learning from peers and developing knowledge collectively.
o Enhances students' ability to use different critical lenses and be open to
others' interpretations.
o Fosters social interaction and collaboration, promoting deeper
understanding of literary texts.
 The Vision of Literature
• Vision of Literature:
⚬ Literature serves language improvement, cultural understanding, and personal
growth.
⚬ Teachers prioritize these aspects differently, with language improvement
being emphasized by some.
⚬ Literature is seen as a means to achieve language learning goals, develop
cultural understanding, and foster personal growth.
 The Vision of Literature
• Relation to the Curriculum:
⚬ Swedish curriculum for English lacks specificity regarding literature.
⚬ Teachers interpret and implement the curriculum differently based on
their understanding and preferences.
⚬ Some feel the curriculum allows flexibility, while others find it lacking
guidance.
 The Vision of Literature
• Choosing the Material:
o Teachers select literature based on personal preferences, student interests, and
availability.
o Adaptation to students' needs and interests is prioritized.
o Availability of literature resources in schools influences the selection process.
 The Vision of Literature
• Implications:
⚬ Teachers prioritize language improvement, cultural understanding, and
personal growth in teaching literature.
⚬ Flexibility in interpreting the curriculum allows for varied approaches to
literature instruction.
⚬ Selection of literature should consider both teacher preferences and student
needs for effective learning experiences.
•Traditional Approach: Literature
education in Swedish upper secondary
school typically focuses on literary periods,
important authors, literary styles, and
figures of speech.
•Limited Reading: Students often read
few works in their entirety, with a focus on
poetry, short stories, and summaries of
novels rather than full-length texts.
•Separate Practices: Reading novels for pleasure and
reading for school are often distinct activities, with
school readings occurring as homework and pleasure
reading happening in spare time.
•Representation of Culture: Novels chosen for
school reading are expected to be representative of
Swedish literary culture.
•Investigation: Aspiring English teachers seek to
understand the concept of literature in the English
classroom and its alignment with the curriculum and
teaching practices in Sweden.
 Similarities and difficulties

• Language Improvement: Literature provides authentic material for

language learners to enhance their vocabulary, syntactic skills, and
overall linguistic proficiency.
Similarities and difficulties faced by Sweden teachers and Filipino teachers in teaching the
English language.

Are the strategies used in Sweden effective for filipino students?